C946 Curriculum Proposal Part 1: Addressing Gaps in Nursing Education

Student Name

Western Governors University

C946 Nursing Education Field Experience

Prof. Name:

Date

COMPETENCIES

What competencies should the graduate demonstrate in facilitating learning in diverse academic settings?

Graduates are expected to create environments across varied academic settings that enhance student learning and support the achievement of targeted cognitive, affective, and psychomotor outcomes. This competency emphasizes adaptability and inclusivity in instructional design to cater to diverse student needs (Competency 7058.1.1).

How should graduates approach assessment and evaluation strategies?

Graduates synthesize modern theories, concepts, and principles to develop effective assessments tailored to measure student learning outcomes across different educational environments (Competency 7058.1.2). This synthesis supports alignment between teaching methods and assessment tools, ensuring relevant evaluation of student progress.

What is expected regarding curriculum design and development?

Graduates design learning objectives and curricula rooted in program outcomes and supported by evidence-based best practices. The focus is on creating structured educational experiences that facilitate comprehensive learning aligned with professional standards (Competency 7058.1.3).

How does systematic self-evaluation and professional development relate to the nurse educator role?

Graduates formulate and implement plans for ongoing professional development specifically tailored to the academic nurse educator role, ensuring continuous growth and alignment with evolving educational and clinical standards (Competency 7058.1.4).

What roles do scholarship, service, and leadership play in nursing education?

Graduates act as change agents and leaders by envisioning and creating a preferred future for nursing education and practice. This involves active participation in scholarship and service, fostering innovation and leadership in the field (Competency 7058.1.5).

INTRODUCTION

This task must be the final one completed in the course. It requires identifying a curriculum gap or need within nursing or clinical practice experience (CPE). The identified gap will serve as the foundation for developing a new module to be integrated into an appropriate course within a virtual academic institution.

The proposal must include the name of the selected college or university, the corresponding nursing program type (e.g., associate’s or baccalaureate degree), and the course where the module will be added. The objective is to analyze the curriculum gap in nursing practice and propose a module that addresses this deficiency.

This learning opportunity highlights how academic nurse educators contribute to professional development through curriculum design and enhancement.

To complete the task, students must utilize the “Indirect Care Experience Checklist” and the “Curriculum Proposal Template.” Four virtual academic institutions and their course syllabi are available for selection. Once an institution and course syllabus are chosen, the template aids in structuring the curriculum proposal.

The proposal development will follow the ADDIE model phases: Analysis, Design, Development, Implementation, and Evaluation. Part 1 of the proposal includes the introduction, literature review, and initial ADDIE phases (analysis, design, and development). The remaining parts will be completed in subsequent assessments. The total page limit for the full proposal is 60 pages, with Part 1 capped at 40 pages (excluding the title page).

REQUIREMENTS

The submission must be original work, adhering to a plagiarism threshold of no more than 30% combined and no more than 10% from any single source. All sources must be recent (within the past 10 years), excluding seminal works.

Key submission instructions:

Requirement	Details
Format	Use the provided “Curriculum Proposal Template”
Page limit	Part 1: Maximum of 40 pages (title page excluded)
Content	Introduction (max 200 words), Literature Review, ADDIE phases (Analysis, Design, Development)
Source Usage	Six peer-reviewed articles within the last five years for the literature review
Assessment	Completion of “Indirect Care Experience Checklist” and “Curriculum Proposal Template”
Submission Format	File attachments (.docx, .pdf, .ppt), no cloud links unless specified
Prerequisites	Must pass NOA1 and CCP4 before submitting Part 1

CURRICULUM PROPOSAL PART 1 SECTIONS AND QUESTIONS

What should the Introduction section include?

Identification of the curriculum gap or need.
Description of the proposed module to address this gap.
Details of the college/university, nursing program type, and course for module integration.
Theoretical framework underpinning the proposal.
Purpose and structure overview, including the use of the ADDIE model.

How is the Literature Review section structured?

Literature Review Summary Table: A summary of six peer-reviewed articles from the last five years supporting the curriculum topic must be compiled (see Table 1 below).
Synthesis of Findings: This includes analyzing similarities and contradictions among articles and explaining how these findings justify the proposed module.

Article #	Author(s)	Year	Key Findings	Relevance to Module Proposal
1	[Author]	[Year]	[Summary]	[Support of module]
2	[Author]	[Year]	[Summary]	[Support of module]
…	…	…	…	…

What is the purpose of the ADDIE Model introduction?

Provide an overview of the ADDIE model’s five phases — Analysis, Design, Development, Implementation, and Evaluation — emphasizing their role in systematic curriculum development.

What does the Analysis Phase require?

Description of the virtual academic setting:
- Program level (e.g., ADN, BSN).
- Learner knowledge and skills.
- Learning environment and instructional delivery (e.g., online, hybrid).
Completion of the Curriculum Need-Gap Analysis Table (Table 2).
Discussion of the current curriculum state versus the desired state, the identified gap, and the proposed actions to resolve it.
Analysis of internal and external organizational factors that may impact the proposal.
Completion of a Force Field Analysis (Figure 1) identifying facilitating and hindering forces.

Factor Type	Description	Impact on Proposal
Internal Support	E.g., Faculty expertise, institutional resources	Facilitates adoption
Internal Limitation	E.g., Resistance to change, budget constraints	Limits adoption
External Support	E.g., Accreditation requirements, professional standards	Facilitates adoption
External Limitation	E.g., Regulatory challenges, technological infrastructure	Limits adoption

Explanation of three forces facilitating and hindering the proposal and strategies to maximize or mitigate their effects.

What should the Design Phase include?

Completion and modification of the course syllabus (Appendix A).
Analysis of course description focusing on:
- Student engagement methods.
- Implications for future nursing practice.
- Adjustments to accommodate the new module.
Analysis of course objectives and student learning outcomes:
- Measurability.
- Alignment with course goals.
- Bloom’s taxonomy domain classification.
Explanation of how grading policies support course objectives.

What are the expectations for the Development Phase?

Creation of the proposed course module (Appendix B).
Description of module creation steps.
Explanation of how teaching strategies and learning resources align with learning theories.
Description of a context-based scenario learning activity supporting skill development and reflective practice.
Completion of assessments (Appendix C):
- One formative assessment with instructions and answer key.
- One summative assessment (objective or performance) with clear guidelines, criteria, and rubric.
Discussion of formative assessment’s role in measuring student progress and providing feedback.
Analysis of summative assessment relevance, data analysis methods, and recommendations for instructional improvement.

PROFESSIONAL COMMUNICATION AND SOURCE CITATION

All content must be professionally presented and appropriately cited using APA style.
Sources must be acknowledged in-text and listed in the reference section.

References

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author.